Assessing working memory capacity in a non-native language |
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| Authors: | Christopher A Sanchez Jennifer Wiley Timothy K Miura Gregory JH Colflesh Travis R Ricks Melinda S Jensen Andrew RA Conway |
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| Institution: | 1. University of Oslo, Norway;2. University of Memphis, USA;1. Department of Developmental Psychology and Swiss Graduate School for Cognition, Learning and Memory, University of Bern, Fabrikstrasse 8, CH-3012 Bern, Switzerland;2. Department of Educational Development & Research and Graduate School of Health Professions Education, Maastricht University, P.O. Box?616, 6200 MD Maastricht, The Netherlands;3. Department of Psychology, Kent State University, P.O. Box?5190, Kent, OH 44242-0001, USA;4. Department of Psychology, Erasmus University Rotterdam, P.O. Box?1783, 3000 DR, Rotterdam, The Netherlands |
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| Abstract: | The present studies directly test the usefulness of two English-language working memory capacity (WMC) assessments with two samples of students whose native language was not English. Participants completed two widely used complex span tasks, Reading Span (RSpan) and Operation Span (OSpan), in English. To determine whether the well-established relationship between WMC and Raven's Advanced Progressive Matrices (RAPM) would be observed when span tasks were not given in the native language of the participant, span scores were regressed against performance on the RAPM. Results indicated that while OSpan was a reliable and valid predictor of RAPM in non-native-English speakers, RSpan administered in English was not. |
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